Coordination Is the Key: A Report of a Joint Project of Music Education and Elementary Education Majors

1962 ◽  
Vol 48 (3) ◽  
pp. 86-87
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Education Majors ◽  
Joint Project ◽  
Elementary Education Majors

Certain Attitudes Toward Occupational Status Held by Music Education Majors

1992 ◽  
Vol 40 (2) ◽  
pp. 104-113 ◽  
Author(s):  
Martin J. Bergee
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Peer Group ◽  
Occupational Status ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Elementary Education Students ◽  
Mixed Messages ◽  
Negative Messages ◽  
Music Education Majors

Educators today often receive mixed messages about their occupational status. The purposes of this study were (a) to identify sources of negative messages aimed at music education undergraduates, and (b) to investigate undergraduates for a response to negative messages involving systematic elevation of self over typical music educators or fellow students. Ninety-six undergraduates from three major universities responded to a questionnaire containing items based on the purposes just listed. Results indicated sources of negative messages to be newspapers, family, friends, peer group, and educational personnel (e.g., counselors). Subjects demonstrated a significant elevation of self over others in 10 of 11 hypothesized self-over-others situations. To account for a generalized tendency to elevate self over others, the author compared music education majors' responses with responses obtained from a group of elementary education majors. Elementary education students exhibited a less generalized tendency to elevate self over others; results indicated significant differences on 3 of the 11 hypotheses.

scholarly journals COLLABORATIVE VIDEO LOGS: VIRTUAL COMMUNITIES OF PRACTICE AND ALIVENESS IN THE MUSIC CLASSROOM

2019 ◽  
Vol 2019 ◽  
Author(s):  
Christopher Cayari
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Communities Of Practice ◽  
Virtual Communities ◽  
Education Majors ◽  
Or Education ◽  
Elementary Education Majors ◽  
Music Classroom ◽  
Virtual Communities Of Practice ◽  
Music Education Majors

A vlog or videoblog is a series of videos that feature someone speaking to the camera to present entertainment, reflection, opinion, or education. Collaborative vlogs (CVLs) involve multiple people taking joint ownership of a vlog through asynchronous interaction, discussion, and expression. This paper explores how online video helped create communities of practice both within the classroom and beyond through developing connections with each other that extended their interactions from the classroom to the Internet. Additionally, they creatively explored new ways to express themselves, developed their identities, and discussed pertinent topics regarding music, technology, and education. To explore the sociological vectors of culture and identity, I adapted a framework of aliveness within communities of practice developed by Wenger, McDermott, and Snyder (2002) to analyze seven semesters of student reflections on CVL projects in music courses that serviced music education majors, elementary education majors, and students from a variety of majors. Through CVLs, students have explored mediated musical practices and shared their lives and experiences in ways that classmates and instructors do not get to see when limited to the classroom. Students and vloggers alike deal with issues of trust within our digital society, and by critically analyzing how the participants in this study developed relationships with each other and me as their instructor, we can better understand how to move forward in the classroom and through social media, video broadcasting sites, and blogging. While the participants in this study were music students, CVLs can be applied to any discipline.

Familiarity with Basic Song Repertoire: Music Education/Therapy Majors versus Elementary Education Majors

1998 ◽  
Vol 46 (4) ◽  
pp. 461-468 ◽  
Author(s):  
Carol A. Prickett ◽  
Madeline S. Bridges
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Music Therapy ◽  
Music Educators ◽  
Education Majors ◽  
Education Students ◽  
Song Repertoire ◽  
Elementary Education Majors ◽  
Elementary Education Students ◽  
Teaching Music

An audiotape of the tunes of 25 standard songs assumed to be known by everyone who has finished Grade 6 was played for 273 undergraduate music therapy and music education students and 306 elementary education students who were beginning a music skills class. Music majors identified significantly more tunes than did elementary education majors, but the means for both groups indicated that neither had developed a strong repertoire of standard songs outside the college classroom. Several songs that music educators have stated are very important for children to learn could not be identified by even half the students in either group. It is recommended that those preparing elementary education students emphasize building a song repertoire and that those teaching music therapy and education students consider adding this goal to appropriate courses.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

Effect of Teaching Setting and Self-Evaluation on Teacher Intensity Behaviors

1995 ◽  
Vol 43 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Cynthia M. Colwell
Keyword(s):  
Elementary Education ◽  
Methods Course ◽  
Education Majors ◽  
Digital Interface ◽  
Elementary Education Majors ◽  
Treatment Groups ◽  
Self Evaluation ◽  
Continuous Response ◽  
Music Methods ◽  
Teaching Setting

The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.

Effects of two contrasting teachings trategies in an investigative earth science course for elementary-education majors

1981 ◽  
Vol 29 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Everett S. Stallings ◽  
Philip M. Astwood ◽  
John R. Carpenter ◽  
Henry B. Fitzpatrick
Keyword(s):  
Elementary Education ◽  
Earth Science ◽  
Education Majors ◽  
Elementary Education Majors
Sign in / Sign up

Export Citation Format

Share Document